Drinking Water Assessment at Underserved Farms Led to the Development of K-12 Water Curriculum

Identification of contaminant sources of drinking water at underserved communities is sorely needed. This study assessed the chemical and microbiological qualities of well water samples collected from 185 locations covering 22 counties along the Coastal Plain of Virginia. Samples were collected from rural wells where underserved farms and families in the region obtain their drinking water. They were then screened for selected biological and chemical indicators. Total coliform, fecal coliform, and Escherichia coli were detected in 34, 11, and 6% of the samples, respectively. Chemical analysis showed pH range from 4.5 to 8.5; and 10% of the wells had saltwater intrusion. A survey questionnaire filled out by the homeowners indicated that most concerns were related to aesthetics, such as color and turbidity. Results obtained in this study prompted the development of K-12 education curriculum to inform the youth about drinking water quality protection. Currently water education is not a designated part of the academic curriculum in most middle and high school systems. Preliminary assessment of local middle schools in Virginia had indicated that most students didn’t know the source of their drinking water. This is despite the fact that a wide variety of educational materials and information on water resources and management are currently available, including National Project WET, Healthy Water/Healthy People, Project Underground, Home Assist and many other sources. The Water and Soil Program at VSU in collaboration with a water educator and colleagues from UMES and UDC developed the K-12 water education curriculum that would fulfill portions of the SOL requirements for earth and environmental sciences. The curriculum is expected to increase teacher and student knowledge and understanding about water resource management with emphasis on source, treatment and protection of drinking water.